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Introduction
Education is the foundation of development, the cornerstone on which much social and economic
welfare is established. A quality education is the one that include the values and skills needed to
be responsible global citizens in respect to gender quality, environmental sustainability and
respect for human rights. The values and skills are the key to improving economic productivity
as well as social cohesion. A quality education can be thought of as the intensifying, expanding,
speeding up, and developing impact of global interconnectedness. This is because by improving
the efficiency and value of labor through quality education, it helps to raise the poor from
poverty, thus ensuring that a country or a region is competitive in world markets.
Overview of Sustainable Development Goal 4
The quality education emphasized in this SDG is the form of education that integrates personal,
social and cultural equity value. It emphasizes that the skills and values taught should be more
about global human rights, gender equality and environmental sustainability. By exploring
Middle East, Africa, and Latin America, this assignment is meant to discuss how education
systems in these regions fails to integrate social, personal, and cultural equity value. It is
important to note that these regions are characterized with global issues such as insecurity,
violence, poverty and violence due to low quality of education.
Socio economic Challenges affecting education in these regions and Global interdependence
Every country or region depends on another for something and this creates global
interdependence. Basically, the quality of education provided in a particular region highly
contributes to global interdependence. The need of students to be able to interconnect with
others, facilitate different cultures and perspectives, enable them to understand how events

around the world are interconnected, and decipher global challenges that go beyond borders. In
particular, global interdependence in Africa, Middle East and Latin America has been affected by
various socio economic challenges. These include poverty, access to land, very low economic
growth rate, weak educational systems, intense problems with corruption and nepotism, gender
discrimination, unemployment, poor health care systems, external dependency, macroeconomic
stagnation, liberalization of foreign trade and privatization of many state-owned industries.
Needs and conditions in Africa, Middle East and Latin America pertaining to the quality
education
Countries in the Middle East, Latin America and Africa are increasingly interconnected in world
markets for industrial goods they provide. Modern education in these regions is associated with a
change of state power as the functions and roles are reconstructed, re-embedded and rearticulated at the connection of globalizing systems and networks. The ability to decipher the
interconnectedness of global issues such as security, violence, health epidemics, and terrorism
greatly depend on the quality of human capital they bring to the competitive markets. However,
the education systems in these regions demonstrates low quality values and skills, which
adversely impacts the quality of life in local communities. At the same time, there is mismatch
between the skills needed by the global job market and those taught in schools. Ensuring that all
citizens are numerate and literate, that many have a wide range of problem solving skills beyond
the basic level and that some have global class professional skills can highly impacts the quality
of life in local communities.
Controversies or global issues pertaining to the quality of education in Africa, Middle East
and Latin America

The strategic goals for democracy and human rights, security and economic affluence, and
environmental and social issues are part of global interests influencing the quality of life. It is no
coincidence that corrupt and oppressive governments, chaos as well as violence often affect the
quality of education provided in a particular country or region. Engaging students with the world
is one step towards accomplishing sustainable growth and address global competing interests.
However, researches demonstrate that education systems in Africa, Middle East and Latin
America are generally of low quality. Frequent threatening forces still affect these regions,
posing considerable hurdles to their social-economic development and political instability. The
main problem is that the regions schools rely heavily on routine learning and fail to establish or
encourage the sort of critical thinking. Most in the Africa and Middle East have invested in their
education systems compelled by more routine but not certainly better quality education. On the
other hand, the majority of Latin American children are not receiving a high-quality and relevant
education.
Future scenarios of impacts of global interests on communities in Africa, Middle East and
Latin America
United Nations development policies and strategies in addressing global issues, have profoundly
influenced the lives of millions of people throughout the world. Most of the social and economic
transformations that have occurred globally since 1945 have been substantially affected in their
trend and shape by the work of the United Nations. As a global institution for sustainable
development, the UN has constructed goals for global improvement to assist countries in their
development efforts. It has launched efforts to facilitate education in various regions across the
world, particularly in Africa, Middle East and Latin America. It has noted that the interaction

between education and the significant changes in technology can bring profound effects on the
lives of students in these regions.
The forces of globalization are moving the African economy toward a single unified economy
and, by extension, the education system need to play a key role. There needs to be a focus on the
area of vocational training. African governments will need to work closely with employers to
determine where the skills gaps lie. Countries in the Middle East need to overhaul their education
systems to correspond the demands of a progressively competitive world and realize the potential
of their upcoming generations. Schools in Latin America clearly need a series of a serious
overhaul to match the ever changing global needs. In the next few years, education in these
regions might suffer the negative impacts of political instability, economic stagnation, and the
declining ability of governments to establish sustained and permanent social policies.
The role and inter-connectedness of global governance institutions in the USA and EU
governments could marshal and support private investors, because they have a vital interest in
the stability and prosperity of countries throughout the regions of Middle East and North Africa.
The World Bank Group in conjunction with international laws supports education systems in
MENA countries through promoting innovations, knowledge exchanges, diverse financing
mechanisms and building partnerships to develop integrated solutions to the remaining
challenges on this specific SDG.